To this end, this study asked two research questions: What can the examination of CFL teacher narratives reveal about teacher beliefs and experiences in the professional field?
In answering our two research questions, our analysis has demonstrated that the examination of CFL teacher narratives can reveal a great deal about the role of individual teacher beliefs and experiences, in the shaping of their trajectories and attitudes.
Gibb (2013) and Liang (2013), for example, have written language teacher narratives featuring the transformative, or 'identity-changing' effect of language learning in their lives, and as they also observe it changing lives in their classroom learners.
For this we will not only depend on the teachers' narrative by means of interviews and questionnaires, but also on student classroom experience concerning practising English pronunciation.
Interpretations of learning and identity are based on the content of pre-service teachers' narratives about community-based learning.
We gorge on information about the world, about each other, about ourselves, without the guiding bias of a teacher, the narrative structure of a book, or the affirming repetition of experience that turns raw information into useful knowledge.
The ideas in this study intersect a number of important research areas, including language teacher identity, narrative research and community of practice, in order to enrich the theoretical vigour of this research.
Yet with the accusations leveled against the group and Sid Grossman, one of its founders and legendary teachers, the narrative, such as it is known, was a flawed tale.
The final gallery is a tribute to Benny Andrews (1930-2006), a well-known figural expressionistic painter and teacher whose narrative-based paintings, prints, drawings and collages drew on his African-American roots in Georgia to address human suffering and injustice — in particular, the history of slavery and the American civil rights struggle in the 20th century.
